Domingo, 4 de Agosto, 2013

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New Radicals, You Get What You Give

É de Abril de 2013 e faz o balanço de 20 anos da reforma educional sueca iniciada em 1992:

The Short-and Long-term Effects of School Choice on Student Outcomes – Evidence from a School Choice Reform in Sweden

This paper evaluates the effects of a major Swedish school choice reform. The reform in 1992 increased school choice and competition among public schools and lead to a large-scale introduction of publicly funded private schools. We estimate the effects of school choice and competition, using precise geographical information on the locations of school buildings and children’s homes for the entire Swedish population for several cohorts affected at different stages in their educational career. We can measure the long-term effects up to age 25. We find that increased school choice had very small but positive effects on marks at the end of compulsory schooling, but virtually zero effects on longer term outcomes such as university education, employment, criminal activity and health. .

Ethnic School Segregation Exists: Possibilities for Counteracting Measures


Ethnic school segregation exists. In The Netherlands, in other countries of Europe and in other parts of the world. It seems that it is partly caused by the freedom of parents to choose a school for their children. The result is a growing segregation between children with different cultural backgrounds. Proof is found for a white flight in The Netherlands, Denmark and the United Kingdom [1]. Countries, once they have acknowledged this development, are faced with a scope of possibilities for measures. In The Netherlands several initiatives are started and some measures were implemented to prevent primary education from ethnic segregation or to diminish it, when occurring. Most measures are parental initiatives or local dispersion plans. In this paper we will discuss some promising recent Dutch case studies of local parental initiatives and local dispersion,

Living and Learning Separately? Ethnic Segregation of School Children in Copenhagen


Documenting the level of ethnic residential and school segregation in Copenhagen shows low levels of residential segregation due to suburbanisation (opposite to the US experience), but high levels of school segregation, which for some student groups reach levels comparable to the extreme segregation typical for US cities. Thus, the evidence from Copenhagen suggests that low residential segregation does not necessarily translate into moderate school segregation: when school choice options are available (public and, in particular, private), low residential segregation is compatible with high school segregation levels. A decomposition suggests that socioeconomic differences do not seem to be the main driving-force behind school segregation.

Dealing with Diversity: Middle-class Family Households and the Issue of ‘Black’ and ‘White’ Schools in Amsterdam


The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling context, in which parents have free school choice and school access is not determined by fees, the socio-spatial strategies of school choice could be expected to differ from particularly the UK context. Based on in-depth interviews conducted with white middle-class parents in Amsterdam, this study argues that ethnic diversity is a major concern when they are seeing primary schools for their children, but that middle-class fractions have different socio-spatial strategies for managing it. It is argued that, despite differences in terms of housing market and school policies, the strategies of the Amsterdam middle classes are very similar to other contexts, suggesting homologies of class between national contexts.

School Autonomy Fails to Increase Student Achievement and Undermines Collaboration between Schools – A Submission to the Australian Senate Education Committee Inquiry on Teaching and Learning


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